Mundo+Cronk+LMF

//Learning Motivation and Fun//
 //View// the assignment page //for a more detailed explanation of this project.

In this exercise, you'll collect data from our database of interviews about fun and learning. Use this template and the data to create 5 generalizations for what you observed. Your generalizations should answer the questions//
 * //What makes learning fun and engaging?//
 * //What are the implications for your own teaching and design work//

3) High school students almost universally reported that physical activity was an element in the experiences they called "fun".//** //Bill W, for example described learning beginning archery skills at boy scout camp. Sallie Forth recalled a social studies class in which "we recreated in chicken wire and paper mache the battlefield at Shiloh and spent several class periods reconstructing the events there." All together there were 24 experiences that took place during high school years and all but 1 included physical activity. In most cases (19 out of 24) these activities also required creative or critical thinking.//
 * //Example:

What are your 5 generalizations?
1. **Students that experience learning through significant peer interaction report better learning experiences.** Students aged from ten to nineteen indicated that their fun learning experiences were built around shared experiences and group work. For instance Jim30 indicated that his trip to Europe was much more meaningful to him through the shared experience with classmates and “visiting” historical sites. These visits reinforced what he was learning in the classroom. Jess72 studying Earth Science remembered working in groups to “search for coal” by taking core samples from a baked mountain prop. Carl40 stated that his fun learning experience was at college when he was learning Russian from actual Russian students. He said he found them “exotic”, which led to a better experience. Brian71, as a member of his school drum troop learned to play the bass drum through group practices. His instructor made the experience like a game they all were playing together. This generalization indicates that for specific academic content it would be beneficial to include as much peer-to-peer interaction as possible.

In this digital age students can learn quickly and effectively through online tutorials or by following a video. This generalization was evident in an LMF video posted by Shawn181 who stated that he had a fun learning experience while working through Math Blaster software. He stated that he enjoyed the competitiveness and keeping track of classmates’ high scores. Manul90, while working through an online tutorial for Dreamweaver web design software found it fun and rewarding. He specifically enjoyed being able to focus his attention to specific topics. Kenisha159 and Grace106 both learned how to type through computer based typing programs. These learners indicated that the ability to see ones progress while learning was key.
 * 2. Online or video based learning can provide for motivating educational programs.**

Having to “become a part of it” can greatly influence the quality of an academic program. This is evident from the videos posted to the LMF database. For example Beth104 stated that she enjoyed learning about the push westward through playing the Oregon Trail. She explained that participating in this way brought the “experience to life”. Fernando138 describes an acting class that had participants role play on stage to improve their projection. He indicated that having to force himself to “act” like someone else improved his confidence. In a history class John82 became Sacco in the famed Sacco and Vanzetti trial. By “walking in the shoes of others” he expressed that he learned much more about the content. John96 stated that his geography class had imaginary land in which they had to plant crops. Correct crop selection and rain determined his success of failure.
 * 3. Role-playing or Fantasy can be a valuable tool for teaching.**

As a classroom teacher I have personally seen this generalization in action. Students do participate more when there is competition involved. This is also proven by some of the posts in the LMF database. For example Teresa93 states while learning Japanese culture through a simple game using beans and chopsticks, the competitive element made for a more engaging activity. Trevor 103 was panning for gold, trying to find the nuggets before his classmates. He remembers this activity clearly because he said he felt like he was really in 1850. In fact this is his only memory from elementary school. Jack124 learned an activity for 5 th graders based on the American revolutionary war that was based on a tug of war competition. He remembers it as an effective experiential activity for learners. **5. Cooperation in learning activities can improve student communication skills and provide** **for a robust curriculum.** Today's students need to be effective communicators; activities that involve student cooperation can greatly improve student’s communication skill and provide an opportunity to bridge cultural gaps. The LMF videos that indicate the value of this generalization are from John94 who used a long bike ride to Yosemite to “prove” himself to his brothers and establish meaningful bonds with his companions. Mridusmita139 participated in a ropes course in San Diego that forced international students to cooperate and communicate. The challenges were based on challenges and team cooperation. Robertchau150’s most memorable learning came from a Spanish class, in which groups were formed to create music videos, translate and subtitle them for English learners. He mentioned having fun and cooperation and the same time.
 * 4. Competition in education creates motivation and allows for a more dynamic learning experience. **